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c/o Fairhouse Infants School, Long Riding, Basildon, Essex, SS14 1QP
Phase
Childcare on Non-Domestic Premises, Sessional day care
Gender
Mixed
Local Authority
Essex
Highlights from Latest Inspection
What is it like to attend this early years setting?
The provision is good
The staff team creates a warm and welcoming environment where children thrive. Staff use children's interests to create engaging activities where children spend long periods of time. Through a thorough settling-in process, children and staff build strong relationships.
This starts from settling-in sessions where staff spend time with children. They take time to learn about them holistically, including information about their families. Children enjoy looking at their 'All About Me' sheets with their key person.
The setting's curriculum has a clear focus on building children's communication and language. Staff talk to ch...ildren throughout their day. They narrate play and introduce new words to enhance vocabulary.
Children who speak English as an additional language make good progress. Staff use their knowledge of language development to build on the spoken word at a pace that supports children individually. Tools, such as flash cards and sign language, are used as learning aids as needed.
Staff use 'golden rules' to underpin behaviour expectations for all children. Staff display these for all children to see, and they are used as visual reminders. As a result of clear expectations and understanding, children's behaviour is good across the setting.
What does the early years setting do well and what does it need to do better?
Staff at the setting use their key-person system well. Children actively seek out their key person for support and reassurance where needed. Staff have excellent knowledge of their key children.
They understand the next steps in their development and use interactions with them to build on their skills and knowledge. However, at times, the strength and quality of staff interactions differ. Staff do not always have the skills and knowledge to build on children's development during their independently chosen activities.
The outside area offers children a large space to run, climb and play in, building on their physical development. Children spend a large portion of their day outside. Staff plan the area effectively, which enriches children's learning experiences.
Staff support children on the climbing frame, allowing them to take risks and become confident in their own abilities.The leadership team and staff regularly assess children's development and consider any gaps in learning. The special educational needs coordinator works with staff to support children who need additional support.
The setting actively seeks advice from other professionals and works closely with parents to support learning and strategies at home. As a result of the strategies put in place to support learning, all children make good progress in their development.The staff team actively encourages children to be independent.
Children confidently enter the setting on their own, hang their coats and bags up and get ready for their day. Through the day, children make independent choices about their learning and lead their own play.The staff work closely with local feeder schools to support transitions.
They welcome teachers into the setting to begin to build relationships and get to know children from an early point. For those children with special educational needs and/or disabilities, key persons meet with the teacher and parents to share information. This ensures continuity of care for the children and that successful strategies remain in place.
Staff report of successful transitions to school.Parent partnerships are a real strength of the setting. Staff regularly share activity ideas with parents to support children's learning and development at home.
Parents welcome this support and talk about how much they enjoy completing these with children at home. Parents state that the staff are friendly and approachable.Staff say that they feel very well supported by the leadership team.
The team has worked together for a long time, and this has a positive impact on outcomes for children. The manager provides effective supervision for all staff, which has a positive impact on the culture of the setting. The setting has a clear action plan in place to aid the setting's development.
Safeguarding
The arrangements for safeguarding are effective.There is an open and positive culture around safeguarding that puts children's interests first.
What does the setting need to do to improve?
To further improve the quality of the early years provision, the provider should: nembed professional development opportunities even more to build on the consistency of staff interactions.
